pbis goes to preschool - collaborating partners · why worry about pre school behavior? "...

PBIS goes to PreschoolJulie Betchkal

WI Pyramid Model Training Coordinator

Justyn Poulos

WI PBIS Network Coordinator

Who’s Here?

• K-12 Teachers

• Preschool Teachers

• K-12 Administrators

• Parents

• Other?

Tiered Intervention

Shared evidence base that emphasizes prevention

• Administrative leadership as vital

• Teaming as a change agent

• Data based decision making

• Defined positive social expectations

• Explicit teaching

• Acknowledge positive behavior

• Continuum of intervention

Why worry about pre school behavior?

• Preschool expulsion rates are 3 times higher than K-12 expulsion rates.

• Boys are 4.5 times more likely than girls to be expelled.

• African American children are twice as likely to be expelled than white or Latino children and 5 times more likely than Asian American children.

• Expulsion rates for 5 year olds are double rates for 4 year olds.

Preschool expulsion: Wisconsin Data

• In WI, over two-thirds of child care providers reported that they had expelled a child from their care at some point in their career

• 52% asked a family to leave within the past two years

• Child and family behavior were among the leading causes of expulsion in both group and family child care settings

• 1 in 5 providers reported that they had little or no confidence in their ability to deal with challenging behaviors

Irvin-Vitela, L. (2010). Child Retention in Wisconsin Child Care Settings, Supporting Families Together Association.

https://supportingfamiliestogether.org/uploads/Expulsion_Survey.pdf

Schools implementing SW-PBIS as of December 15, 2010

574 Schools Trained401 Schools Implementing

PRACTICES

SupportingStaff Behavior

SupportingStudent Behavior

OUTCOMES

Supporting Social Competence &Academic Achievement

SupportingDecisionMaking

4 PBS Elements

Systems

• Systems are level of supports that

staff experience in the school

• Administrative support• Staff buy in• Common language• Continuum of procedures• Environmental changes• Consistent procedures• Coaching

Leadership TeamPyramid Model

• Includes Behavior Support personnel

• Plans for parent support

PBIS

• Team Implementation Checklist

• Leadership Team Self-Assessment and Planning tool

• Includes administration, teacher representation• Meets monthly• Guides implementation based on data• Action plans based on the Benchmarks of Quality• Review policies, procedures, practices

Clear Expectations= Common Language

Pyramid ModelPBIS

• RHRS

• Respect: Use good manners

• Honesty: Tell the truth

• Responsibility: Act responsibly

• Safety: Engage in safe behaviors

Expectations to rules….PBIS

Expectations to rules….Pyramid Model

Majors/ Minors• PBIS • Pyramid Model

Persistence and resistance

Child guidance procedures

Continuum of procedures- PBIS

Continuum of procedures - Pyramid Model

Step 1: Consult with the Behavior Coach and

continue with BIRs (week 1)

Step 2:Collect a few weeks of BIRs and

observation cards (week 2-3)

Step 3:Continue to collect data and

observation cards. Complete a FAI with parents and teachers

Step 4:Team reviews and evaluates observations and develops a

Behavior Support Plan

Step 5:Teachers and parents begin to

implement the Behavior Support Plan with coaching support

Step 6: Team members meet periodically to evaluate how the plan

is working, refine as needed

When a child with persistent challenging behavior is identified, these are the step to follow.

Practices

Practices are the supports

Students experience

• Explicit teaching

• Reinforcing behavior

• Consistent consequences

PRACTICES

PBIS-“Cool Tool”

example

Common Areas Lunchroom

Teaching Examples Be Safe: You are very hungry. You walk into the l unchroom and another class is ahead of you. Slow down and wait your tur n. Be Respectful: You are in the lunchr oom when you notice a classmate sitti ng alone. Go over and sit by your classmate. Be Responsible: You finish your lunch and you raise your hand. The lunchroom supervisor dismisses you. Fir st you clean your ar ea, put away your tr ay or lunchbox and throw garbage away. T hen walk quietly to line up for recess.

Student Activity 1. Have 2 or 3 students demonstrate correct walking in the lunchroom and getting

their lunch. 2. Have 2 or 3 students practice asking another student to sit with them at lunch. 3. Have 2 or 3 students demonstrate the correct procedure for clean up of hot and

cold lunches when excused for recess.

After the Lesson 1. Before lunch, ask one student to ask someone to sit with him or her. 2. A staff member demonstrates what can happen i f the floor is slippery. 3. The lunchroom super visors will distribute SMILE tickets to students who f ollow the

lunchroom procedures. What to do Helpful Hints What to say • Ask someone to sit with you • Know when to get help for an unsafe

floor. • Empty and stack trays carefully when

excused.

“Thanks for sitting with me. ” “That could be dangerous. ” “Let me help you with t hat.” “Please, may I be excused? ”

We share….

• Pre-corrections

• Reminders

• Redirections

• Reinforcements

Environment as a tool in Pyramid Model

Need/ Arousal

Need is metRelaxation

Trust/ Attachment

Daily review of rules- Pyramid Model

What Do We Do In Circle?

Reinforcing behavior- PBIS

Golden Sneaker Award

Reinforcing behavior- Pyramid Model

• Positive descriptive feedback

• Social recognition

Pyramid Model also emphasizes social “curriculum”

Take turns Share Give ideas

Say nice things Be a helper

Tired Surprised

• Problem solving

4. Give it a try!3. What would happen if…?Would it be safe? Would it be fair?

How would everyone feel?1. What is my problem?

?

2. Think, think, think of some solutions.

Social Problem Solving

Consistent Response

What Does NOT Work Well:

• Repeated suspension of students with behavior problems does little to change anti-social behaviors and often accelerates a negative cycle of school failure and delinquency

• Primarily punitive disciplinary approaches that neither teach nor reinforce appropriate behavior are not very effective at changing student behavior

Mayer, (2008). Consortium to Prevent School Violence FACT SHEET #1: Overview of School Violence Prevention, Rutgers University.

Data

PBIS Pyramid Model

Fidelity of Implementation

• Benchmarks of Quality (BoQ)

• Team Implementation Checklist (TIC)

• Self-Assessment Survey (SAS)

• School-Wide Evaluation Tool (SET)

• Benchmarks of Quality• Teaching Pyramid Observation

Tool (TPOT)• Teaching Pyramid for Infants

and Toddlers Observation Scale (TPITOS)

Program Data • Attendance,suspension, expulsion

• Office Discipline Referrals

• Attendance, suspension,expulsion, parent contact

• Behavior Incident Reports

Child Status • State academic testing• Progress Monitoring• Social emotional

screeners

• Ongoing assessment• Social emotional screening

Benchmarks of QualityPBIS Pyramid Model

PBS Team Establish Leadership Team

Faculty Commitment Staff Buy-in

Effective Procedures for dealing with discipline

Family Involvement

Data Entry & Analysis Plan Established Program Wide Expectations

Reward/ Recognition program established Strategies for teaching and acknowledging the program wide expectation

Lesson Plans for teaching expectations/rules

All classrooms demonstrate implementation of the Pyramid Model

Implementation Plan Procedures for responding to challenging behavior

Crisis Plan Professional development and staff support plan

Evaluation Monitoring implementation and outcomes

ODRs/ BIRS

• average behavior incidents per day per month

• location• time of day• problem behaviors• number of students

• Staff, consequences, student, motivation-

Other aggregate

• Number of incidents by month

• location• Activity• behavior type

• Staff, consequences, child, and/or motivator.

Office Discipline Referrals/Behavior Incidence Reports

SW-PBIS Data

Can pull the Big 5 graphs in the BIR access database…

Teacher level data- Pyramid Model

• Summary of TPOT ObservationsStrengths• Schedule and routine are a balance of teacher and child directed activities• Center time allows kids to have higher rates of engagement. Adults initiate

transitions based on engagement of kids.• Children who aren’t yet skilled at group activities aren’t forced/required to

participate.Emerging Skills • Directions tell what to do but are often paired with a “no” or “not” first.• The visual schedule is referenced with individual children who ask

questions related to the schedule.Professional Development Needs • Structuring transitions to include: warnings, zone defense, descriptive

feedback and routines that have a beginning, middle and end.• Structure for circle time.

Proposed goals for Action Plans• *Transitions• *Structure Circle Time

Child Level Data- Pyramid Model

Number of children:

Above cut off

Near cut off

Below cut off

SEFEL Pyramid Model –Key Components

School Wide PBIS –Key Components

Tiered Model of Interventions Tiered Model of Interventions

Focus on Birth-5 Focus on K-12

Administration Participation and Support

Administration Participation and Support

Explicitly Teaching Behavior Explicitly Teaching Behavior

Focus on Prevention Focus on Prevention

Program-wide Expectations School-wide Expectations

Systematic Acknowledgement Acknowledgement System

Adult Managed Behavior Teacher/Office Managed Bx (T-Chart)

Data-Based Decision Making Data-Based Decision Making

Justyn Poulus

WI PBIS Network Coordinatorpoulosj@wisconsinpbisnetwork.org920.855.2114 Ext. 251

Julie Betchkal

WI Pyramid Model Training Coordinator

julieb@cesa11.k12.wi.us

715-986-2020 ext. 2185

Lana Nenide

WI Pyramid Model State Coordinator

lnenide@wiaimh.org

608-442-0360